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LIGHT 




... 




Glass 43 J 



Book 



itc 



Copyrights 



10 



COPYRIGHT DEPOSIT 



NEW LIGHT 



ON 



PSYCHOLOGY 




DEFINITIONS OF VARIOUS AUTHORS. A BRIEF RECITAL OF 

TERMS AND LIMITED EXPLANATIONS. PREPARATORY 

TO EXPERIMENTAL PSYCHOLOGY 



WILLIAM NEWELL HULL, A. M. 



A. FLANAGAN COMPANY 
CHICAGO 






LIBRARY of CONGRESS 
Two Copies Received 

DEC 30 1905 

Copyright Entry 

CLASS ex- XXc. No, 

/ 3 H- 1 9 9 

COPY B. 






COPYRIGHT. 1905 

BY 

A. FLANAGAN COMPANY 



INSTRUCTIONS FOR DRAWING 
THE HEAD 



Psychology can be made exceedingly 
Interesting by those who use the chalk 




Explanation of the Cut.— Draw five straight, 
horizontal lines enclosing four fairly equal spaces, 
i, 2, 3, 4. 

Bisect 4, 4a, then bisect again, 4b. 



4 NEW LIGHT ON PSYCHOLOGY 

Commence at 5 and draw a curved line upward 
and around to 10 within two spaces. 

Make a more or less abrupt curve at 5 and draw 
the nose 6, a straight line down nearly to the space 
line, cut off the end of the nose diagonally, and 
finish with a horizontal double curve turned for- 
ward at the end. 

Draw the upper lip down from the middle of the 
double curve 7, and turn the line straight toward 
the bisecting line 4b. 

Draw an abrupt curve for the under lip and move 
down 8, on the chin, rounding- under on or near the 
lower space line to 9, then make a straight slanting 
line for the neck and a finishing line forward. 




Pick up line 10, making the head wider or nar- 
rower as may be necessary, turn the line on the 
third space line, make the neck line parallel to 9, 
and finish with a free double curve forward. 



NEW LIGHT ON PSYCHOLOGY 5 

Put the ear between two space lines. 

Start the eyebrow on or a little above the space 
line and make it a heavy double curve. 

Put in the other lines of the eye as clearly 
indicated. See page opposite. 

In a child's head the lines are less angular and 
the spacing need be observed and followed only in 
a general way. 



PSYCHOLOGY— INTRODUCTION 

Our aim is to speak in terms that the common 
school teacher will understand, to avoid, as far as 
possible, technical terms, such as are employed by 
authors of master works on this subject. This little 
book is for teachers, not for other authors. We 
shall try to avoid such statements as these, ' 'Apper- 
ception is the subsumption of new subjects under 
old predicates," or "Apperception is that activity of 
mind in which the significance of mental events is 
brought out, through being explicitly conscious of 
the relations involved in it. It is the appropriation 
of the intellectual, or qualitative value of an ex- 
perience merely momentarily felt," or "Appercep- 
tion is the movement of two masses of conscious- 
ness against each other so as to produce a cogni- 
tion." It is possible that such language is perfectly 
clear to the originators of it, but it must seem some- 
what misty to the young student of Psychology. 
Nevertheless, we hope each teacher may desire, 
after reading this book, to take up any or all of the 
scientific works on this interesting subject which is 
as yet imperfectly outlined, classified and reduced 
to set, and universally accepted forms, as evidenced 
by the three definitions of apperception given 
above. 

A knowledge of the pupil's mind and its opera- 
tions, the methods of studying it and training it 
must undoubtedly be of immense value to the 
teacher, and therefore the necessity for the study 
of Psychology is taken for granted without dis- 
cussion. The argument is only for something 
simpler, more in the line of the teacher's work, told 
in language that can be understood and in an order 



8 NEW LIGHT ON PSYCHOLOGY 

of subjects and terms that are natural and com- 
prehensible. 

An author can hardly be pardoned for using 
such words as these: Dubiety, quasi-hallucinatory 
thinghood, dynamogenic, continuum, ratio-cinative, 
kinaesthetic, philosopheme, pathognomonic, onoma- 
topoetic, and the like, even in a scientific school 
book on Psychology, unless he were writing in 
competition with other authors and not for common 
school teachers. 

Teaching is not merely telling facts or imparting 
truth, but it is exciting the mind to desire and dis- 
ciplining it to acquire more truth. Hence a knowl- 
edge of the mind, how to make it work, is exceed- 
ingly desirable to accomplish the best results. 

Something of theoretical Psychology must be ac- 
quired before students can take up experimental 
Psychology. Terms and definitions must be learned 
and understood and the language of the science 
mastered. 

This book contains such matter only as must 
necessarily precede any practical work upon the 
living mind. 



Psychology 



THE SCIENCE OF THE MIND AND SPIRIT 




The Location of the Mind 
Within the Body 




THE BRAIN THE SEAT OF THE MIND 

It is universally granted that the brain is the seat 
of the mind, or soul. It is known too that the gray 
matter of the brain originates and that white mat- 
ter conducts. Let us think of this for a moment. 

Animals have brains with white and gray matter. 
What is the distinction between them and man? 
The snake crawls upon the ground and his brain 
lies well back in the head : what faculties or quali- 
ties does he possess? A desire to procreate, some 
love of offspring, memory to a limited degree, but 
not mirth nor music, reason nor judgment. As the 
animal rises from a crawling to a standing position, 
the brain enlarges forward and new faculties are 
added. The dog and horse have brains and white 
and gray matter like man and the snake. The dog 
possesses all the mental powers of the snake and 
more. He loves and cherishes his offspring, has 
the same desire to procreate, but his memory is 
larger and his capabilities of cultivation and educa- 
tion are keener and more energetic, showing a 
larger amount and a finer quality of gray matter, 
yet he lacks reason and judgment, and though play- 
ful, has no idea of mirth or music, and cannot dis- 
tinguish between right and wrong. We have seen 
the so called educated seals; it should be known 
that they are starved into doing what they do ; they 
go through certain mechanical performances or 
movements because they remember that at the end 
of such movements hitherto they have been re- 
warded with a fish, and now they go through the 
same performance, looking eagerly for more fish. 

Sugar or salt is a better material than a club for 
training a horse ; he will do certain things because 

15 



16 NEW LIGHT ON PSYCHOLOGY 

he remembers a reward, not because he reasons that 
IF he performs so and so he will receive something 
he likes. In the circus he is afraid of the whip. 

Baldwin says, "The brute has consciousness 
and mind. They are endowed with intellect as well 
as instinct." Roark says, "Modern psychological 
methods have opened up the interesting inquiry 
whether the lower animals have mind. No intelli- 
gent observer of the acts and habits of animals can 
doubt that they afford all the indications of mind 
that man exhibits. They can attend and form 
habits, can feel fear, joy, shame, can reason in some 
degree and can will. It remains to be determined 
whether animals have a sense of guilt following 
upon wrong doing, and a sense of pleasure after 
right doing, and whether they have a real self-con- 
sciousness. There could be no grander demonstra- 
tion on the part of science than to show that there 
is a universal consciousness working everywhere, 
animating and transforming lower life forms into 
higher, manifesting itself as the divine purpose." 

Darwin says, "I have nothing to do with the 
origin of the mental powers any more than I have 
with that of life itself." 

Even if all that Baldwin and Roark say be true, 
it must still be confessed that animals lack what 
God breathed into Adam when he became "a 
living soul." The things that brutes lack make man 
immortal. Thought and speech identify the man. 
The body was formed out of the dust of the ground 
but that which the Infinity breathed into it — a part 
of his own infinity — made it a living spirit. When 
a child is born, God breathes into it also a living 
soul. The body must return to dust, but the soul 
(mind and spirit) unto God who gave it. 

Plato thought the soul within the body to be like 
a prisoner in a cell. The soul within the brain may 



NEW LIGHT ON PSYCHOLOGY 17 

rather be likened to a tenant in a house. He occu- 
pies it three score years and ten, if the house is not 
abused, and then vacates, to give an account of his 
training, discipline and acquisitions here to Him 
of whom he has always been a part and from whom 
he had his rentals. When the tenant goes fhe house 
falls into decay. What the future holds for him is 
confided to Faith and Love. 

Bain says, "I cannot see why the body may not 
exist without the soul, and the soul exist independ- 
ent of the body." 

The Soul uses the gray matter of the body as its 
dwelling-place and workshop, and the nerves or 
white matter as telegraph wires for bringing in and 
sending out messages. The brain is the central 
office and Consciousness is the presiding officer. 
How do we know these things? Because other 
parts of the body, even the white nerves may be de- 
stroyed and yet the Soul live, but when the gray 
matter is destroyed the Soul disappears. When 
the gray matter is injured the Soul is irregular or 
unnatural. 

Therefore the purpose of training the body is 
that it may be a suitable dwelling-place for the 
Soul. 

The purpose of training the Mind is that it may 
understand the works of the Creator, the works of 
man, and improve the conditions of living. 

The purpose of training the Spirit is that love 
may crown man's labors and that he may put him- 
self and his works in harmony with his Maker. 

Hence the great Apostle says, "Know ye not that 
ye are the temple of the living God and that the 
Spirit of God dwelleth in you? If any man defile 
this temple, him shall God destroy." 



18 NEW LIGHT ON PSYCHOLOGY 

PSYCHOLOGY 

DIVISIONS OF THE SUBJECT 

Man is a being of a threefold or tripartite nature, 
viz., body, mind or soul, and spirit. 

The body is studied properly under the subject 

Of PHYSIOLOGY. 

Mind and spirit are the province of psychology, 
with the divisions given below : 
i. Attention. 

2. Consciousness. 

3. Memory. 

4. Phantasy. 

5. Imagination. 

6. Thinking, Thought. 

7. Inner Attention. 

(a) Reflection. 

(b) Comparison. 

(c) Abstraction. 

(d) Classification. 

8. Judgment. 

9. Reason. 
10. The Will. 
n. The Spirit. 

(a) Good, or powers that elevate, — 

Love, Joy, Peace, Hope, Faith, 
Meekness, Long-suffering, Pa- 
tience, Humility, etc. 

(b) Bad, or powers that debase, — 

Hate, Anger, Jealousy, Covetous- 
ness, Cowardice, Pride, Re- 
venge, etc. 



Attention 

ATTENTION ESSENTIAL TO KNOWLEDGE 




PSYCHOLOGY 




Explanation of the Figure, — 

1. The Door of Attention. 

2. Consciousness. 

3. The Eye Road to Consciousness. 

4. The Sense of Smell Road. 

5. The Sense of Taste Road. 

6. The Hearing Road. 

7. The Sense of Touch Road. 

8. Memory. 

9. Recollection. 
10. Phantasy. 

21 



22 NEW LIGHT ON PSYCHOLOGY 

11. Imagination. 

12. The Reflective Powers. 

13. The Will. 

14. The Spirit. 

Remark. — No one would for a moment presume 
that we have located the faculties of the mind in the 
above picture. It is merely a graphic device to hold 
attention and assist the student in remembering the 
forces of the mind. 

ATTENTION 

The Door of Attention May be Opened and Kept 
Open — 

1. By the presentation of objects. 

2. By pictures of objects. 

3. By telling stories about the object. 

4. By throwing some mystery around the object. 

5. By personifying the object, that is, making 

the object talk. 

6. By changing the voice. 

7. By pausing. 

8. By a change of work or occupation. 

9. By anticipation, 

and in many other ways. 

THE DOOR OF ATTENTION 

When the door of attention opens, outward percep- 
tions are conveyed through the Senses to Conscious- 
ness, and through Consciousness into the vault of 
Memory, to be reproduced and elaborated or worked 
over later, perhaps, by the reflective powers and 
restored to Memory again in an improved state. 
It is like a porter at the outer gate receiving gifts 
and passing them in to the King. 

The Sense of Sight (3) takes note of size, color, 
light, shade, form, distance, motion, etc., and con- 



NEW LIGHT ON PSYCHOLOGY 23 

veys these facts to Consciousness ; the eyes are like 
searchlights constantly moving hither and thither 
and focusing upon objects. Payne says, "Sight is 
the most powerful of all our senses, the richest in 
perceptions, and also the one whose recollections 
are revived with the most clearness." 

The Sense of Smell (4) takes note of odors and 
their qualities and Consciousness receives and ap- 
preciates them. 

The Sense of Taste (5) grasps the sweet and 
the sour — the qualities of all soluble substances and 
transfers these qualities to the "I Know." 

The Sense of Hearing (6) comprehends sounds, 
pitch and loudness, and serves as a medium to 
transmit them from the outside world to the inner 
realm of thought and feeling. 

The Sense of Touch (7) located all over the sur- 
face of the body conveys inward such qualities as 
rough and smooth, coarse and fine, elasticity or in- 
ertia, and all other tangible qualities and the Ego 
is conscious of them. 

So the inner becomes conscious of the outer ; the 
world of tangible facts without, becomes a pictured 
world within. 

Dewey says, "In a broad sense every act (fact ?) 
of knowledge may be regarded as due to attention." 
Attention is the active connection of the individual 
with the universal. Anticipation precedes and 
sharpens attention. 

In the figure the door of attention is nearly 
closed. The individual himself opens and shuts the 
door. It is mostly under the control of his will, 
he can close it when he pleases and entirely shut 
out all external impressions ; he may or may not 
be conscious that the gate of attention is closed ; he 
may have eyes to see and not see ; he may have ears 
to hear and not hear ; he may be under the teacher's 



24 NEW LIGHT ON PSYCHOLOGY 

instruction, yet his thought be elsewhere; he is 
roaming the fields, looking at his traps and his 
snares ; he sees the swimmers in the pool ; he hears 
the skaters on the ice ; a song bird or a sweet spring 
flower charms him, for he is out in nature's school 
studying the open book of brooks and birds, fruits 
and flowers; he reads the sermons in the stones 
and they do not tire him; the door of attention is 
positively closed to arithmetic and grammar, and 
the teacher's voice falls on muffled drums that carry 
no message to Consciousness. Many a business 
problem is solved in church whose solution the ser- 
mon did not block. 

A subject is introduced to the pupil's mind that 
is distasteful to him; he is like a shying horse, he 
does not like it, so he resolves not to listen ; he closes 
the door of attention and the mind takes up some 
other business and occupies itself with something 
entirely foreign to the teacher's instructions; his 
wandering eyes reveal a wandering mind. The 
teacher must discern this and change the style of 
his instruction at once or close his work ; it is love's 
labor lost to continue pounding upon a closed and 
locked door. 

"No admittance," says the boy. 

"We'll see," replies the teacher. 

Immediately he commences to tell a story ; it be- 
comes interesting ; the boy turns to listen ; his eyes 
and mouth gradually open; he smiles, he laughs. 
The door of attention is wide open to the teacher. 

"The square described upon the hypotenuse of a 
right angled triangle" — again the door closes with a 
slam, or with what Hood calls a wooden oath, and 
with it close the mouth and the mind. But now the 
boy is thinking of the story ; he goes over it again 
in his thoughts; he pictures the characters, the in- 
cidents, the outcome; he smiles again, but the fact 



NEW LIGHT ON PSYCHOLOGY 25 

of the equal areas of squares has never entered his 
Consciousness, of these his mind is blank: the 
teacher's work is practically lost. 

The main question with the teacher, therefore, is, 
how to open, and for a certain length of time to 
keep open the door of attention. We would answer : 
The door of attention is opened: 

I. By introducing objects to which the instruc- 
tion pertains. One reason for this is that all the 
senses are involved in the endeavor to understand 
the object. We see, hear, smell, taste, and feel. 

It seemed a simple thing for the preacher to hold 
a leaf in his hand while he discoursed upon the text 
— "We all do fade as a leaf." Yet he secured the 
attention of his congregation by the concrete, where 
the abstract might have failed. 

We shall need an apple, an orange or some candy 
in teaching fractions; the measures, in yards, 
pounds, bushels, etc. ; the globe in Longitude and 
Time; real money in interest; real checks, drafts 
and notes in business ; a pair of scissors and paper 
or card-board in square root; a large potato and 
carving knife in cube root, etc. The school room 
looks like a workshop ; there are shelves and hooks, 
trunks, cupboards and boxes. Darius Green's work- 
shop was not more curious. 

"With thimble and thread. 
And wax and hammer and buckles and screws 
And all such things as geniuses use, 
Two bats for patterns — curious fellows, 
A charcoal pot and a pair of bellows, 
Some wire and several old umbrellas, 
A carriage cover for tail and wings, 
A piece of harness and straps and strings, 
And a big strong box in which he locks 
These and a hundred other things." 

How can you make pupils understand, for instance, 
what a caisson is without showing them? Take an 



26 NEW LIGHT ON PSYCHOLOGY 

empty chalk box and turn it upside down in a 
bucket of water ; push it down and build on it with 
your wooden blocks to represent building stones. 
It is pushed down to solid rock, it touches bottom, 
a hole is made in the top of the box, the dirt and 
water are pumped out, the box filled with concrete, 
and the abutment is solid as rock itself ; the caisson 
helped to build the abutment; the hollow pier or 
abutment rises to be built upon by the steel bridge. 

Stretch a wire from one corner of the school 
room to the other ; tap on it with a lead pencil once 
for e, twice for i, three times for s, four times 
quickly for h, five times for p, etc., and pupils will 
begin to think of the telegraph. Spell out pie, his, 
sip, see, hip, etc. 

Nor does thinking stop when pupils leave the 
school room, but on the way and at home, they will 
think and talk and question. They look up at the 
telegraph wires and hear them hum. "I wonder if 
it is electricity that makes them hum. I'll ask teach- 
er." The teacher will now understand that teaching 
is not all telling, but that it is exciting the mind to 
desire and disciplining the mind to acquire. The 
facts which the teacher imparts must be but the seed 
in the mind which, aroused to grasp, assimilates, 
enlarges, and hungers for more. 

Farmer A went to Farmer B to buy some pigs 
of a certain breed, for Farmer B had the reputa- 
tion of raising the finest hogs in the market. Farm- 
er B sold the pigs and when he boxed them for 
shipment he put several ears of corn into the box 
and remarked: "There, Farmer A, are your pigs, 
and there," pointing to the corn, "is the breed." 

If a boy does not thrive at school it is because he 
does not have the right kind of food; undoubtedly 
truth made visible by objects is the best food for 
mental growth. I am not sure but this is true 



NEW LIGHT ON PSYCHOLOGY 27 

for all ages. The door of attention is not likely to 
close when the eyes see, the nose smells, the mouth 
tastes and the hands fondle. 




THE DOOR WIDE OPEN, A FIXED ATTENTION AND 
A DETERMINATION TO KNOW 

I brought from Morro Castle a two-pound cannon 
ball, and from Cabanas Castle a loaf of bread ; with 
these two objects before us, my pupils never tire of 
hearing of Morro and Cabanas. 

The door of attention is opened: 

2. By pictures of objects. 

Next in value to the objects are pictures of the 
objects. They occupy the sense of sight which is 
in more intimate relation with conception than any 
other single sense ; it is the shortest road to the 
mind, yet is not aided by touch, taste or smell. If 
the teacher cannot use chalk upon the black-board 
skillfully enough to sketch even crudely the com- 



28 NEW LIGHT ON PSYCHOLOGY 

mon objects of nature and art, there remains a 
work undone, and a preparation yet to be made for 
the most effective teaching. There is a fascination 
in rapid sketch-work even to the one who executes 
it, and this charm keeps the door wide open and 
consciousness bright. Dr. Gregory says, "There 
is a fascination also in pictures, from the crude 
sketch upon the blackboard to the finest work of the 
artist's brush, no teaching is more direct and effect- 
ive than pictorial representation." Hence the maps 
and pictures on the wall and the illustrations in 
books. The language of pictures is universal, there 
is nothing foreign about them. Yesterday I looked 
through a German Art Book and believe I read all 
the pictures accurately without the aid of the Ger- 
man words below. As a rule there can be no mis- 
interpretation ; it is difficult to deceive the sense of 
perfect sight. The King affirms he is a most trust- 
worthy servant. 

3. By telling stories about the object. 

Every one knows how attractive stories are; a 
good story well told, is like medicine to the sick and 
hungry soul ; the teacher must always have a large 
stock on hand. Read up a few new ones every day. 
When attention lags, break away from the subject 
in hand, lay aside the book, drop the strong, serious 
talk, and take up a story ; at once the door of atten- 
tion opens wide, and if it can be kept open when the 
subject is resumed, a good point has been made. It 
is time lost to attempt to pour knowledge into ves- 
sels that have the lid shut tight. 

4. By throwing something mysterious around the 
object. 

Children delight in mysteries ; fairy tales, stories 
of giants, impossible creatures and conditions, 
strange performances and hasty voyages anywhere, 
are their delight ; the reason for this is that imagina- 



NEW LIGHT ON PSYCHOLOGY 29 

tion is an active faculty in youth, and where the 
mind does not encompass the truth as a fact, imag- 
ination fills the void and its product is accepted for 
truth. In dealing with the mysterious, however, 
care should be taken not to overstep the bounds of 
common sense and reason, to avoid the ridiculous 
and the impossible. 

5. By personifying an object. To illustrate, a 
most effective lesson may be given by holding a 
flower in the hand, talk to it and with changed voice, 
suppose it to talk back, in other words carry on a 
conversation with the flower. Take for instance a 
common dandelion, hold it at arm's length and say : 

"Pretty dandelion, who made you ?" 

"God." 

"But did not the sun give you your beautiful 
color?" 

"Who made the sun ?" 

"Well, now I don't care to have you question 
me. I should say the sun, — why, the sun is a part 
of nature." 

"And the moon, and all the planets?" 

"There you question me again, Why, yes, all a 
part of nature." 

"Did your watch have a maker?" 

"I suppose it did." 

"Is it not an easy thing to make a watch ?" 

"I think not, it looks to me very complicated." 

"Don't you think, then, that the sun, moon, plan- 
ets and stars, that count up to fifty millions or more, 
many times the number of wheels in a watch, and 
which roll around so smoothly, keeping the time, 
had a Maker?" 

"Well, you are a pretty wise dandelion to know 
so much." 

"And I am sorry to say, you are not wise if you 
do not know and love your Maker, 



30 NEW LIGHT ON PSYCHOLOGY 

"I will, pretty dandelion, thank you for your les- 
son, good bye." 
"Good bye." 

6. By changing the voice. 

Children become so tired of the one voice, by and 
by they do not hear it ; it becomes monotonous ; it 
sounds far off; the teacher is tired talking so much. 
Oh ! that vinegar voice ! high in pitch and sharp and 
piercing in quality ! Train it down, make it soft and 
low, put sweetness into it. Teacher changes her 
voice, speaks soft and low and every one looks up 
to see what has happened; then the door is wide 
open for truth. The voice is a beautiful musical in- 
strument ; it may be cultivated, made melodious and 
enchanting; do not allow it to run up the scale 
again; we love to listen to a voice that is never 
strained, and where there is always a reserve of 
force. What a charming medium for the transfer 
of knowledge ! 

7. By pausing, then proceeding in lighter vein. 
We make our work hard because we are too 

deeply in earnest and too serious. This is especially 
true with the extremely young. Pause and rest oc- 
casionally, then take up the work in lighter vein 
and you will be surprised at the result. 

Attention may be attracted or it may be forced, 
but a forced attention will produce very poor fruit. 

Dr. Rosencranz says : "To education the concep- 
tion of attention is the most important of all those 
derived from Psychology." 

The length of time that the attention can be held 
may be cultivated, in other words the attention may 
be lengthened by cultivation. 

The attention is very intense in motor presenta- 
tions, but if the motion becomes monotonous the at- 
tention will soon be diverted. 

An intense attention makes Consciousness bright 



NEW LIGHT ON PSYCHOLOGY 31 

and Memory lasting. The activity and persistency 
of attention determine the intensity of Conscious- 
ness and the accuracy and tenacity of Memory. The 
order is this. Given, an active, grasping attention, 
there follows an intense and appreciative Conscious- 
ness, a retentive yet yielding Memory, and a delight- 
ful, never-ending retrospect. 

It is the eager child, seeking, looking till the eyes 
are bloodshot, answering with all energy and 
promptness every call to see, until weariness closes 
the sight and the tired brain sleeps. 




THE CHILD IS ALL ATTENTION 

The teacher must learn to know when the door of 
attention is wide open and drive truth home, also to 
desist when the door closes and change subjects, in- 
troduce some diversion, or give and take a rest. 



32 NEW LIGHT ON PSYCHOLOGY 

The power of commanding the attention and concentrat- 
ing the mental energy upon a given object is, however, a 
power not easily acquired, not always possessed. The diffi- 
culty of the attainment is hardly less than its importance. 
It can be made only by an earnest eftort, a resolute purpose, 
diligent culture and careful training. There must be 
strength of will to take command of the mental faculties 
and make them subservient to Its purpose. This faculty, 
like every other, requires education in order to its due 
development. — Haven. 

All mental activity is based upon the results of sense- 
perception with which it starts. 

Perception is then the first form of knowledge. — De 
Garmo. 



Consciousness 

ATTENTION, THEN CONSCIOUSNESS 




0PEH5 1MTO 

(ONSCIO05HESS. 



CONSCIOUSNESS 

VARIOUS DEFINITIONS 

Consciousness is the knowledge of sensation and 
mental operations or of what passes in our own 
minds. — Webster. That condition of the mind in 
which it is cognizant of its own operations. — Way- 
land. That function of the intelligence which gives 
us information of everything which takes place in 
the interior of our mind. — Cousin. The being aware 
of the phenomena of the mind. — Dr. Henry. The 
necessary knowledge which the mind has of its own 
operations. — Tappan. The state or act of being 
cognizant of its own phenomena. — Haven. Is the 
capability to perceive self acting. — Baldwin. The 
knowledge which we have of ourselves. — Payne. 
Is the totality of our own inner, unextended, time 
conditions, mental states or ideas. — DeGarmo. 

The word consciousness is derived from the 
Latin, con, with or together, and scio, I know. 

I know all these sensations or outward percep- 
tions when they come in to me and I know all the 
inner operations of the mind. 

Consciousness is the center and compass of all 
recognitions, there is no sensation or movement, no 
operation or process that it does not grasp and 
oversee; it is the central telephone station where 
all the wires terminate, over which messages are 
sent from the outer world, and where the inner 
wires terminate which carry messages of the inner 
operations or processes of the mind. 

A sight, a sound, a taste, a smell, a touch comes 
from the wires and Consciousness says, "I know." 
The fact is immediately transferred to Memory and 
kept till wanted. 

35 



36 NEW LIGHT ON PSYCHOLOGY 

When the "elaborative faculties" are at work 
they telephone in to Memory for such and such 
materials or percepts. Consciousness wires them 
out to Reason, Judgment, etc. They are consid- 
ered, "elaborated," worked over, judged, classified 
and wired back to Memory. A diamond may be 
sent up in the rough and come back cut and pol- 
ished. 

Consciousness telephones her finished products 
out to the world through speech. Or Conscious- 
ness may be compared to the head office of a vast 
and complicated manufacturing establishment. Raw 
materials come in, are checked off, stored in the 
warehouse till wanted in the factory, sent in to be 
worked into finished products, checked off again in 
the office, then shipped all over the world. Con- 
sciousness gives unity to the mind; it binds to- 
gether the different faculties and secures concerted 
action ; it is the hub of the wheel ; it is the first to 
awaken in the morning, and the last to retire at 
night. To be unconscious is not to know. 

Consciousness is not at all times in the same con- 
dition or state of brightness or clearness or keen- 
ness. It may vary as a light varies from an elec- 
tric light to a candle. It is very dim and dull in the 
brain of the workman who labors all day with pick 
and shovel. It is very bright in the brain of the 
speaker who stands upon the platform before a 
large and appreciative audience, grasping ideas and 
endeavoring to shape them into thought and speech 
and transfer them to other minds. 

When attention is exceedingly intense, Con- 
sciousness will be keenly alive to the sensations re- 
ceived and recognized. Also when an inner prob- 
lem is to be solved Consciousness is at a white light 
to receive the new-born concept. 

Therefore percepts and concepts both arouse 



NEW LIGHT ON PSYCHOLOGY 37 

Consciousness. To illustrate, a percept: I stood 
within the pilot-house of a steamer entering the 
harbor of Havana for the first time; the morning 
sun was bright upon the water and the long 
stretches of rugged scenery to the north and south 
of the island of Cuba ; Morro Castle, a massive 
shell-rock structure, built out upon the high, 
rugged rocks at the very. edge of the sea, loomed 
up three hundred and fifty feet on the left, its light- 
house flashing every minute twenty-five miles out 
upon the Gulf. A mile beyond it, Cabanas Castle, 
full of dark caverns and dungeons and Cuban 
bones, frowned down upon the harbor with its old 
Spanish guns and weather stained rocks ; on the 
right, the buildings of Havana roofed with red tile 
and tinted cream and blue, smiled a morning wel- 
come; between, upon the peaceful waters of the 
harbor, floated warships, steamers and sail boats 
innumerable, among which our dusky Cuban pilot 
confidently guided our steamer in safety to her an- 
chorage. It was a charming scene, enchanting in 
the extreme; attention was ravenous in its grasp 
of the whole view at large as well as of minute 
details of the historic, quaint surroundings; Con- 
sciousness was quickened to an emotional intensity, 
and now when years have passed away, Memory 
holds, and ever will hold, the picture as a brilliant 
acquisition. 

Again, as a concept: 

I have an idea that I can make a rope clasp or 
rope buckle that shall answer the same purpose on 
ropes, as buckles on straps ; I think about it in- 
tently; I bring out from Memory all the forms I 
have ever seen ; I study them, compare them, rea- 
son out their defects and good qualities ; a new 
form flashes into Consciousness. I dwell upon it, 
hoping it is what I want, but see faults and dis- 



38 NEW LIGHT ON PSYCHOLOGY 

card it ; the brain wearies and I drop it. After re- 
freshing sleep my mind again tackles the subject 
of a rope clasp; I have nothing before my eyes, 
nothing affecting any sense ; it is all an inner proc- 
ess. I concentrate my mental power; the utmost 
energy is exerted; various forms come over and 
over again that are examined "with the mind's 
eye" and rejected. At last I grasp a form without 
bolt, rivet, screw, or spring; it grows and takes 
shape as I think; the parts come together; there 
are but three; they work perfectly; they accom- 
plish the object; my labor is done; I rest. I go to 
a model-maker and the clasp takes tangible form in 
brass. 

Consciousness appreciated all this mental strain 
and labor, was clear in all the struggle, recognized 
every act of Reason, Judgment and Will, and now, 
having committed to Memory the result, she holds 
there the perfect form to be yielded up whenever 
wanted. 

The teacher will see the importance of securing 
the sharpest attention of pupils to instruction; 
there can be no lasting results till this is accom- 
plished ; memory has too slender a grasp upon some 
truths; they cannot be fully and clearly recalled, 
because they were dim in Consciousness and con- 
fused in attention. 

Now it will be seen that percepts come from 
without, while concepts are born within. Memory 
cannot hold the objects but only the pictures of 
the objects seen, heard, smelled, tasted or touched. 



From Consciousness to Memory 

MEMORY WILL BE THE EVERLASTING CROWN OF 

EXCEEDING JOY AND PEACE, OR THE LASH 

OF TORMENT IN ETERNITY 




MEMORY 

VARIOUS DEFINITIONS 

The faculty of unaltered reproduction. — De 
Garmo. The intellectual function which preserves 
and renews inner states of consciousness. — Payne. 
The soul's power to recognize objects and ideas, 
or to know them again as having once been known. 
— Hill. The power to reproduce our acquisitions 
just as we experience them. — Baldwin. Knowl- 
edge of particular events or things once present, 
but no longer so. — Dewey. That form of mental 
activity in which the mind's former perceptions and 
sensations are reproduced in thought. — Haven. 

Memory is the great storehouse of the past. 
While Memory may be said to hold everything that 
has passed through Consciousness its acquisitions 
are twofold, viz., percepts and concepts, i. e., what 
has come from without through the senses, and 
what has been evolved from within in the proc- 
esses of reasoning. 

Memory retains all its possessions, hence one of 
the properties of Memory is retention. 

Memory restores and revivifies the past ; it repro- 
duces facts and experiences ; it is the most familiar 
of all our mental faculties; we are momentarily 
conscious of its activity; we have memories of 
sights and sounds, odors and tastes, and qualities 
of objects through the nerve touch; we remember 
only things that have passed through Conscious- 
ness. "Slight attention, dim consciousness and 
faulty memory," Baldwin. 

Memory cannot create ; her acts are purely me- 
chanical; she gives and holds what she has re- 
ceived. The capacity of Memory is infinite. What 
is stored away, is something marvelous. Last win- 

41 



42 NEW LIGHT ON PSYCHOLOGY 

ter I sat listening to a famous violinist, his wife 
accompanied him upon the piano; she looked for 
and followed her music, but he played selection 
after selection of the most difficult composition 
without looking at a note; I said to him, "Major, 
I don't see how you can carry, remember and re- 
call all that 'stuff.' " His answer came instanta- 
neous and sharp, "I can't get rid of it." 

All the events of history, all the multitudinous 
facts of science, literature, mathematics, music and 
art, forms of a million objects, sounds, tastes, col- 
ors, qualities and combinations, personal expe- 
riences interwoven with a thousand experiences of 
others are locked up in this illimitable vault. Ev- 
ery day certain facts are wanted ; they are brought 
out into the light of Consciousness, used, and re- 
stored again to Memory. He ought to be the great- 
est and happiest who remembers most. 

Recollection is the doorkeeper of Memory. The 
word means — re, again, collect-ion, the act of — to 
collect again. The swinging door from Memory 
into Consciousness has by it always the faithful 
servant — Recollection. A fact is wanted. Recol- 
lection stirs himself, searches the vault of Memory 
for the fact, finds it, brings it out into the light of 
Consciousness. Consciousness recognizes the fact 
and disposes of it as desired ; it may go to the fac- 
tory of thought for elaboration or it may go out to 
the world in the same form in which it came in, as 
a percept through the senses ; but in any case, 
Memory cannot lose it and, like a pebble on the 
beach, a fact may be polished or made more easily 
recognizable by use in transition back and forth. 
We call this repetition. 

The one who thinks over his experiences most, and 
weaves them into systematic relations with each other, 
will be the one with the best memory. — James. 



NEW LIGHT ON PSYCHOLOGY 43 

Memory is usually distinguished from remembrance 
and also from recollection. Memory is more properly the 
power or faculty, and remembrance the txercise of that 
power in respect to particular objects or events. When 
this exercise is voluntary — when we set ourselves to recall 
what has nearly or quite escaped us, to re-collect, as it 
were, the scattered material of our former consciousness — 
we designate this voluntary process by the term recollec- 
tion. — Haven. 

Recognition is a property of Consciousness, not 
of Memory. The office of Memory is to hold ; it is 
Consciousness whose other name is "I Know." I 
recognize this fact as the fact that was committed 
to Memory. There they lie, each in its dark cas- 
ket or drawer, until the occasion arises for their 
use, then Recollection re-collects them and brings 
them into the light of recognition. 

Make an experiment. Let some one ask you a 
question and watch your mind as it goes through 
the process of obtaining the answer. I will ask, 
"What is the capital of Madagascar?" Imme- 
diately Recollection jumps from his seat, rushes 
through the swing door into Memory and searches 
for the fact; he may be some time in finding it; a 
score of circumstances may aid or obstruct the 
search. You say, "Why, I know that, I learned it 
in such and such school," and the school, the teach- 
er, the class, the associates and a hundred other 
caskets are opened before Tananarivo is found; at 
last Recollection brings it out to Consciousness and 
Consciousness says, "Yes, I know it to be Tanana- 
rivo." 

Payne says, "The old comparison, which likened 
the Memory to a treasury or storehouse is amply 
justified." 

If the brain contains six hundred millions of 
cells and several thousand millions of fibres, surely 
there is ample room for all that Memory may be 
called upon to hold. 



44 NEW LIGHT ON PSYCHOLOGY 

The quality of Memory is affected by conditions, 
i. Good health implies an active brain. Grow- 
ing youth are generally healthy and Memory is 
called good. 

2. Native vigor of all the mental faculties, or 
strength and activity of the brain powers, in a 
word, capacity. This is improved by application. 

3. The degree of attention that can be concen- 
trated upon a subject. This is influenced by the 
will, desire, novelty, etc. 

4. Frequent review of a fact, bringing it out, 
putting it back, Recollection becomes familiar with 
its particular strong box or casket. 

5. Keen emotion or appreciation of the subject 
or surroundings or incidents; Desire excites atten- 
tion which concentrates and sharpens; Attention 
arouses Consciousness. 

The value of Memory is inestimable. The poet 
says, "My mind to me a kingdom is." Memory is 
the preserver of truth. What books and libraries 
are to the world of knowledge, Memory is to each 
individual, his happiest, proudest, grandest pos- 
session. It will be the everlasting crown of ex- 
ceeding joy and peace, or the lash of torment in 
eternity. 



Phantasy 



TAKES HIS PLAYTHINGS FROM MEMORY 




PHANTASY 

Takes his playthings from memory. 

Phantasy, not fancy, is the play-faculty of an un- 
conscious mind. It differs from imagination in 
being an involuntary and undirected action of brain 
power, building fantastic shapes, events, or scenes, 
while imagination is under the control of the will, 
is directed and regulated in its building, and its acts 
are recognized by Consciousness. 

VARIOUS DEFINITIONS 

Phantasy is the safety valve of the soul, it is un- 
directed representation, it is lawless representation, 
it is self-drifting, it pleases and refreshes. — Bald- 
win. 

Phantasy is the power to bring before the mind 
images, severed from all relations. — Porter. 

Phantasy is the power to bring before the mind a 
series of images of which it is itself a spectator. — 
Schuyler. 

The soul as Phantasy is the spontaneous source 
of reveries and dreams. — Hopkins. 

Phantasy is the power to spontaneously make 
phantasms which seem realities. — White. 

Fancy is the delicate touch of the Imagination. 

The acts of Phantasy are carried on 

1. In dreams. 

2. In reveries or day dreams. 

When we awake or come out from our reverie, 
we are conscious of a mind movement, always cu- 
rious, often ridiculous. We are often able to re- 
view, trace and examine these movements and we 
sometimes laugh and sometimes shiver at the view 
of the pictures Phantasy has made. We should 

47 



48 NEW LIGHT ON PSYCHOLOGY 

say they are shadow pictures for they soon fade 
away and seldom leave a trace of their existence. 

Phantasy is the clown of the circus. He, how- 
ever, plays alone, all the other faculties, even Con- 
sciousness, are asleep, and when they awake and 
become active, Phantasy sneaks away and will not 
play. 

We have a door from Phantasy into Memory 
and there Phantasy gets his materials for his play- 
building, his shadow specters, and thus Memory is 
somewhat disturbed, and afterward, when fully 
awake, may dimly recall Phantasy's movements. 
Phantasy distorts and exaggerates what Memory 
gave him and no attempt is made at order, time or 
fitness. -If he were a living being we should call 
him crazy, and if we were to ask him why he does 
these things, he would probably answer like Shy- 
lock that such was his humor. 

Remembered phantasms may often be put in or- 
der by Imagination and even Reason and Judg- 
ment may assist in giving order and system, and 
Phantasy's products thus become things of beauty* 
and joys forever. 

Phantasy is a faculty not to be cultivated or en- 
couraged; pupils waste too much time in day- 
dreams or reveries ; the mind has other recreations 
more profitable. 

The following vivid picture of a day dream or 
reverie is from Prof. James's Psychology, Vol. I., 
p. 404. 

"The eyes are fixed on vacancy, the sounds of the 
world melt into confused unity, the attention is dispersed 
so that the whole body is felt, as it were, at once, and 
the foreground of Consciousness is filled, if by anything, 
by a sort of solemn surrender to the empty passing of time. 
In the dim background of the mind we know, meanwhile, 
what we oUght to be doing ; getting up, dressing ourselves, 
answering the person who has spoken to us, trying to 



NEW LIGHT ON PSYCHOLOGY 49 

make the next step in our reasoning. But somehow we 
cannot start; the pensee de derriere la tete fails to pierce 
the shell of lethargy that wraps our state about. Every 
moment we expect the shell to break, for we know of no 
reason why it should continue. But it does continue, pulse 
after pulse, and we float with it, until — also without rea- 
son that we can discover — an energy is given, something — 
we know not what — enables us to gather ourselves to- 
gether, we wink our eyes, we shake our head, the back- 
ground ideas become effective, and the wheels of life go 
around again." 



Imagination 




IMAGINATION 

The word Imagination means the act of making 
images. Imagination is the artist of the mind. It 
changes the real into the ideal. 

VARIOUS DEFINITIONS 

Imagination I take to be the power of conceiv- 
ing the ideal. — Haven. Our power to intentionally 
represent our acquisition in new forms. — Baldwin. 
Is the soul's power to recombine representative 
ideas. — Hill. Is that representative power which 
gives us concepts of absent objects, not as they are 
or were, but as they might be. — Hewitt. The 
power of the mind to work up our experiences into 
new forms. — Sully. The power to make new com- 
binations, Garvey. The capability of the mind to 
rearrange its acquisitions and create new wholes. — 
Hopkins. The power to recombine and construct 
anew materials furnished by experience. — Porter. 
The faculty to form and the power to construct 
ideals. — Day. The power to modify and recom- 
bine the products of Memory. — White. The cap- 
ability to embody an idea in an image. — Dewey. 
The power of the mind to present to itself vividly 
new phenomenal forms. — Bascom. 

"Imagination, in the sense of the poet has no ref- 
erence to images that are a faithful copy, existing 
in the mind, of absent external objects; but it is a 
word of higher import, denoting operations of the 
mind upon these objects and processes of creation 
or composition governed by fixed laws." — Words- 
worth. 

"It is the divine attribute of the Imagination that 
it is irrepressible, unconfmed ; that, when the real 
world is shut out, it can create a world for itself, 

53 



54 NEW LIGHT ON PSYCHOLOGY 

and with a necromantic power can conjure up glo- 
rious shapes and forms and brilliant visions, to 
make solitude populous and irradiate the gloom of 
the dungeon." — Washington Irving. 
"And as Imagination bodies forth 
The forms of things unknown, the poet's pen 
Turns them to shapes, and gives to airy nothing 
A local habitation and a name." 

— Shakespeare. 
It will be observed from these various definitions 
of imagination that the majority of authors call it 
a power — the mind's power to take percepts and 
concepts, give them romantic shapes, clothe them 
in fantastic garments, and make them perform in 
wonderful ways, to the delight of itself and the 
other faculties. 

Percepts come from the external world through 
the senses, are recognized by Consciousness and 
laid away in Memory. Concepts or inner creations 
Consciousness also stores away and they are clothed 
in natural garments, brought out at any time, re- 
viewed and restored unchanged. Imagination takes 
these facts and combines them in new forms ; these 
forms may be beautiful, wonderful, grand, sub- 
lime; or they may be ugly, coarse and repulsive. 
Imagination is under the control of the Will, is 
guided by Reason and Judgment, and its creations 
are recognized by Consciousness. Imagination is 
very active in youth, its products often taking the 
place of truth, and needs not to be cultivated but 
only directed. 

Life may be made very bright, sunshiny and full 
of happiness by its proper direction. Live a pure 
life, think pure thoughts, introduce intp the mind 
beautiful and perfect things, poetry, music, pic- 
tures, etc., and imagination will play with them, 
and be a source of great joy and comfort to its 
possessor. 



Thinking — Thought 




THINKING— THOUGHT 

We have thus far seen how the sight, the hear- 
ing, the smell, the taste, and the touch may bring 
into the mind distance, forms, colors, odors, savors, 
qualities and incidents of objects in the external 
world; how Consciousness says, "I know them"; 
how they are stored in Memory; how Phantasy 
uses them to work out unnatural, weird and wild 
forms; how Imagination, under the control of the 
higher faculties and recognized by Consciousness, 
builds them into things of beauty and joys forever, 
but we have as yet no thinking, — no thought. 

We have spoken of the factory; it will be seen 
that we have now the raw material all checked off, 
paid for and in the warehouse; we are ready to 
look inside the factory and see the process of mak- 
ing thought. 

An idea is a mental picture. A thought is a 
predication of ideas; i. e., something said or af- 
firmed of those mental pictures. 

To illustrate: I have a picture of a teacher in 
my mind, and with this picture brought out from 
Memory into Consciousness, comes a troop of other 
pictures, by association, the schoolhouse and room, 
groups of romping, bright-eyed, happy children, 
the getting quiet, the little song or prayer, and then 
the work. A thousand pictures crowd for room 
and clamor for recognition that I wish I could ex- 
clude and keep only the one I wish to elaborate. 
This is the one picture— teaching — what is it? I 
see the teacher tell, — impart a truth, — and I say, 
"Teaching is telling." Now I have a thought, — 
something affirmed of teaching, — teaching is tell- 
ing. What did the teacher tell? She said, "Some 

57 



58 NEW LIGHT ON PSYCHOLOGY 

fishes have no eyes." A boy pricked up his ears; 
anything about fish interests him; he has mental 
pictures — ideas — blind fishes. He begins to think; 
his mind is excited; he wonders why some fishes 
have no eyes. 

Usually his quickest, shortest way of finding out 
such things is to ask questions ; children are often 
solid interrogation points. 

Perhaps the encyclopedia at home will tell why. 
Here he finds the statement that fishes in the Mam- 
moth Cave are blind. He begins to reflect, judge, 
compare ; he gets the ideas of light and darkness, — 
the association, light with eyes and blindness with 
darkness. 

At last he is ready to affirm, "Fishes that live in 
caves and dark caverns have no eyes." The law 
of association works again ; he sees the white potato 
sprouts in the cellar and the yellow leaves of tur- 
nip sprouting in the dark; he observes how the 
celery bleaches when it is covered with dirt and 
the light is shut off, and again he questions if the 
fish not only have no eyes but if they are white or 
yellow; he thinks and questions and searches till 
he finds the truth: they are. Again he is ready 
to make affirmation, "Fishes that live in water in 
the dark have no eyes and are white or yellow ex- 
cluded from the sun." 

Recurring again to my mental picture of teach- 
ing, and with this experience before me, I see that 
my affirmation of teaching is too limited — teaching 
is telling, — but the teacher excited that boy's mind 
to desire, and disciplined his mind to acquire more 
truth; so I elaborate my statement and say that 
teaching is telling or imparting truth and exciting 
the mind to desire, and disciplining it to acquire 
more truth. 

Thus it will be seen that objects in the world 



NEW LIGHT ON PSYCHOLOGY 59 

external to the mind, once observed, become there- 
after mental pictures. These are what Conscious- 
ness recognizes and Memory stores away. 

Conception is the act of analyzing our mental 
pictures and preparing them for Judgment and 
Reason. 



Inner Attention 




INNER ATTENTION 

Inner attention is the eye of the mind. It is un- 
der the control of the will. A student sits down to 
study or a workman begins his work; he retires, 
shuts himself in, excludes everything that would 
divert, and applies his mental powers to the busi- 
ness in hand. The first act is attention; the inner 
eye must be directed upon the objects and watch 
the processes. He takes from Memory a percept 
and elaborates it into concepts. When his work is 
done the percept is returned to Memory as it was 
without change, and all the concepts are stored 
away with it. 

This thought factory involves: 

1. Reflection. 

2. Comparison. 

3. Abstraction. 

4. Classification. 

REFLECTION 

To reflect is to linger over ideas, to tarry, to 
brood over them, to concentrate, to exclude, to 
force action with a resolute grasp, to suppress all 
the elements except the one desired to be consid- 
ered, to dwell upon it to the utmost and to exhaust 
its applications. 

It is the digestive process of the mind of which 
percepts are the food. Reflection also involves com- 
parison, abstraction and classification or generaliza- 
tion. 

COMPARISON 

To compare is to group together objects, quali- 
ties, or properties and examine them in detail side 

63 



64 NEW LIGHT ON PSYCHOLOGY 

by side. Thus we put leaves side by side to com- 
pare them and then lay those that are alike or sim- 
ilar in separate piles. We perceive points of sim- 
ilarity or difference. Distinguishing likeness or dif- 
ference is called comparison. 

ABSTRACTION 

The word abstraction is from the Latin abs. 
from, and traho-tr -action, to draw. Hence we un- 
derstand the word to mean the drawing from, or 
out of objects and incidents, their qualities, values, 
or properties. Thus, with a rose in my hand, and 
examining it intently, my mind draws out the qual- 
ities of color, perfume, beauty of form, delicacy, 
species, name, adaptation, etc. 

An abstract noun is the name of a quality ab- 
stracted, or drawn out of an object, — thus, from 
the quality rich, comes the name richness; from 
red, redness; sweet, sweetness; shapely, shapeli- 
ness, etc. 

It will be seen that adjectives describe the qual- 
ity and the abstract noun names it, hence abstract 
nouns are usually derived from adjectives. This 
knowledge enlarges our vocabulary of words in a 
wonderful degree; it is good discipline to form 
nouns on adjectives. 

It is a rose, is the only affirmation that could be 
made until the mind has abstracted properties and 
detached each or all of its qualities, then a predi- 
cation may be made of each quality. Thus, I ab- 
stract the quality of redness, affirmation, — the rose 
is red; I abstract the quality of sweetness, affirma- 
tion, — the rose is sweet; I abstract the quality of 
delicacy, affirmation, — the rose is delicate, etc. 



NEW LIGHT ON PSYCHOLOGY 65 

CLASSIFICATION 

When I have abstracted all the qualities of an 
object, I put these qualities into classes or associate 
them. Everything that is red I put with the red- 
ness of the rose ; everything that is sweet, with the 
sweetness of the rose; everything that is delicate, 
with the delicacy of the rose, etc. 

Hence arises another act of the mind, that is 
classifying or classification. 

The prefix ad means to. In the word appercep- 
tion the prefix ad is changed to ap for euphony. 
The word apperception therefore means perception 
to perception. Mr. Roark (p. 163) has given the 
best definition and illustration we can find. He 
says: 

"A concept having been once formed, all objects 
observed to have properties from which the concept 
is made up, are immediately classed with the con- 
cept already formed. If any new thing be per- 
ceived, the mind at once tries to assimilate it (make 
it similar) to some concept already acquired. This 
spontaneous act of the mind in immediately seek- 
ing something in its store of ideas with which to 
classify some new idea (perception to perception) 
is sometimes called apperception." See definitions 
in preface. 

Johnnie watched his aunt shelling peas. After 
a little he picked up a pod, handed it to his aunt 
and said, "Please, aunty, unbutton this one." John- 
nie was endeavoring to classify the unbuttoning of 
peas with some other process 6f unbuttoning that 
he had in his mind. 

Another little fellow said, "Papa never crawls 
through the fence he unbuttons the bars." 

Apperceiving is the greatest work of life. It is 



66 NEW LIGHT ON PSYCHOLOGY 

like rolling a snowball, accumulating, enlarging 
and making up the sum of our knowledge. 

The second chapter of DeGarmo's Essentials of 
Methods is worthy of the closest study. 

Through the processes of reflection, comparison, 
abstraction and classification I have analyzed the 
rose. My percept is the simple rose alone, my con- 
cept is the rose analyzed. 

The teacher and all other objects necessary to the 
processes of teaching are the percepts, the analyses 
of the acts of teaching with all their multiform 
accompaniments are the concepts. 

Dr. James says : "At the outset we merely have 
the topic then we operate on it ; and finally we have 
it again in a richer, truer way." 

A percept is the raw food. A concept is the 
same food cooked and ready to be eaten and assim- 
ilated. 

Judgment and Reason follow in affirmation. Con- 
ception enlarges wonderfully the mind's power and 
multiplies its possessions. Every percept has its 
keeping place, and all concepts, like pictures, hang 
in order upon the walls of Memory. 

Consciousness envelops and accompanies all the 
operations of the mind. 

The crowning act of thought is affirmation, and 
affirmation, fixed in books, becomes permanent and 
constitutes the sum of our knowledge. 



Judgment 

PUTTING THREE THINGS TOGETHER 




JUDGMENT 

The evolution of truth is pre-eminently the office 
of Judgment. — Baldwin. 

Judgment is an intellectual operation by which 
the mind affirms, either the existence of an object, 
or the relation of two ideas. — Payne. The fac- 
ulty by which conception is effected is Judgment. — 
Roark. Is the process of asserting agreement or 
difference between ideas. — Hill. 

The service of Judgment is required to formu- 
late facts. It is, or it is not, is the form of the 
Judgment. 

The mind is a unit and all of its acts or proc- 
esses are so interwoven and blended that usually no 
time intervenes between the reception of a sensa- 
tion, its recognition by Consciousness, its grasp by 
Memory and the reflection, comparison, abstrac- 
tion and classification before a judgment is pro- 
nounced. It is or it is not, — it is white, it is large, 
it is useful, it is true, — these agreements or the de- 
nials, it is not true, it is not useful, etc., flash with 
instantaneous movement through the mind and the 
Judgment is immediately spoken or it may be men- 
tally reserved. 

Decision and action may instantly follow reflec- 
tion. 

Every act of intelligence terminates in a judg- 
ment. 

In every judgment there are three elements. 

1. The idea of an object. 

2. The idea of a quality. 

3. The act of affirmation. 

We are looking at an animal and we affirm a 
judgment. 

69 



70 NEW LIGHT ON PSYCHOLOGY 

All sheep are woolly. 

Here we have the object sheep and the quality 
woolly and the affirmation of a perceived relation. 
This constitutes a judgment. 

This animal is a sheep. 

Here we have an object that we affirm belongs 
to a certain class, another judgment. 

Therefore this animal is woolly. 

This statement is the conclusion reached in a 
line of reasoning. 

"The several propositions that constitute a chain 
of reasoning are so many distinct judgments.' 5 

Thus we see the connection between Judgment 
and Reason and their intimate relation. 

Judgment is the crown of intelligence; instinct- 
ively we may come upon and pronounce the truth, 
or it may come slowly and deliberately through a 
long chain of reasoning. "A quick wit," "a clever 
mind" reaches results without effort. Portia per- 
ceived truths in the verbiage of the bond that stu- 
pid lawyers would brood over till the time for ac- 
tion had passed and the revengeful Shylock had 
cut Antonio to the heart. 

"A fool's wit comes an hour too late," but here 
is a woman's wit, and it is on time. "The bond," 
she says, "is legal, it may be executed, but it calls 
for not one drop of blood, nor the variation of a 
hair's weight from an exact pound," — two judg- 
ments threatening the life of him who should carry 
out the bond and rendering its execution impos- 
sible. 

"The sentence is the symbol or representation of 
the judgment." 

The Spaniards were cruel to the Cubans, is the 
expression of a judgment. It may be expanded by 
adding the elements of time, manner, space, reason, 
etc., but the subject, Spaniards, the quality, cruel 



NEW LIGHT ON PSYCHOLOGY 71 

and the copula were, are all that are necessary to 
form a judgment. 

The Spaniards during the Cuban war were in- 
tensely cruel to the inhabitants of Havana and the 
island of Cuba, whose only crime was to think of 
freedom and to shout "Cuba libre." 

Out of this expansion the subject and predicate 
may be easily selected and the plain affirmation be 
distinguished from its adverbial modifications. 
This is a splendid exercise in the analysis of lan- 
guage. 

Education leads to correct, strong, mature judg- 
ments; the choice of right words with which to 
affirm; coolness and carefulness of expression; ab- 
solute control of mind over the body so that nei- 
ther in face, feature nor gesture is there any diver- 
sion from the main thought, but only an insistent 
emphasis. The pupil becomes the scholar. His 
judgments ripen, mature and become convictions ; 
his word is not disputed ; his decisions are correct ; 
he is a judge; he is accepted as a leader; his friends 
worship him, his people love him, the world hon- 
ors him; he puts his shoulder against the world, 
exerts his strength and pushes it up the steps of 
progress and purity nearer to God. 



Reason 







7het{E3 Method 



///s Madness 




REASON 

Having compared objects, drawn out their qual- 
ities and set them in classes, we are prepared to 
make affirmations. 

We make an affirmation then deduce others, un- 
til we have exhausted the subject, if that is pos- 
sible. These affirmations are styled judgments. 
This working of the mind through a line of con- 
cepts, inferences and statements is called reasoning. 

VARIOUS DEFINITIONS 

Reasoning is that process of inference in which 
a new judgment is derived from other known judg- 
ments. — Hill. Is that process by which we reach 
conclusions. — Roark. Is the capability to discern 
conclusions. — Baldwin. Is that act of the mind 
which recognizes those relations of any content of 
Consciousness through which it has the meaning 
which it has, or what it is. — Dewey. 

The purpose of Reason is to make one or more 
truths evolve other truths. 

The process of reasoning is to take two or more 
associated judgments and deduce a new judgment. 

"Conception is the faculty of the mind by which 
we form our general, abstract notions or concepts. 

"Judgment is the faculty of the mind by which 
we know the relation between the objects of knowl- 
edge. 

"Reason is that faculty of the mind by which we 
gain new truth from truth already known." 

Listen to an inquisitive little child, 

"What is that?" 

"That is ice, my dear." 

"What is ice?" 

75 



76 NEW LIGHT ON PSYCHOLOGY 

"Ice is frozen water, — water that is made hard 
by cold." 

"What for?" 

"I am going to use it to freeze cream." 

"Ice cream?" 

"Yes." 

"Goody! goody! What is that other thing?" 

"That is salt." 

"What you put in salt for?" 

"To make the ice melt." 

"What for?" 

"To make it cold. Ice is coldest just when it 
melts." 

"Can you make ice colder than ice ?" 

What shall you answer ? Can you always answer ? 
"Who can tell what a baby thinks?" Reason is 
budding. 

First, there are the objects, ice and salt. 

Secondly, qualities or properties are abstracted — 
cold, melt, cold to the highest degree, etc., then 
comes the reasoning. If we add salt to ice it will 
cause it to melt, and ice, just when it is melting, is 
at its coldest point, hence our cream will be more 
likely to freeze. It might freeze, probably would, 
without the salt, but it would take longer time. 

"What for you turn the wheel ?" 

"To throw the cream against the outside of the 
vessel where it is cold." 

"And make it freeze?" 

"Yes." 

"Please let me look in and see if it is freezed." 

Now, it is not likely that the child comprehends 
these facts or he understands them but superficially 
and they soon pass from the mind, but the inter- 
rogation point continues to wag and grow. The 
gray matter of the brain enlarges and refines. The 



NEW LIGHT ON PSYCHOLOGY 77 

octopus shows longer tentacles and grasps more 
and more tenaciously. 

Now, let us observe a man reason. 

Mr. Westinghouse watches a brakeman turn a 
wheel to which chains and small iron rods are at- 
tached to press the brake against the wheels and 
stop the train. There is a man for every car. It 
is hard, straining work. The pressure upon the 
wheels is not very strong. The train stops slowly. 
Mr. W. reasons. 

"A man on each car causes the pressure. Why 
may we not convey air through rubber tubes and 
make it press the brakes upon the wheels? The 
engineer shall work the levers that cause the ma- 
chinery to drive the air through the tubes to the 
brakes. Dismiss all the brakemen. The swift- 
moving train can be stopped in a distance less than 
one hundred feet." 

Mr. W.'s reasoning has made him a millionaire. 

Such reasoning we call genius. George Eliot 
says, "Talent is only a great capacity for labor." 
It is the tireless mind, clinging with ever-renewed 
tenacity to one subject, gathering from all available 
sources and associating with his leading thought 
all similarities, enlarging and enriching his subject 
by abstractions and comparisons, bringing concept 
after concept into battle array and forming long 
lines of judgments, looking often forward and 
backward to see that every step of his reasoning 
is sound and every term in place, that reaches con- 
clusions that startle the scientific world and secures 
the reward of the title of genius. 

Genius is the hare in the race, but the plodder, 
talent, sometimes wins the goal and secures the 
prize. Genius is an inherited gift, while talent 
comes out of a long and persistent grind. Genius 



78 NEW LIGHT ON PSYCHOLOGY 

associates similiarities to an extreme degree, 
talent is slower but more persistent. 

Darwin was a man of unusual intellectual energy. 
His mind grew by what it fed on. 

"Association by similarity is the prime condition 
of success." 

Roy Knabenshue reasons that because the air is 
like water, his airship should take the form of a 
fish rather than a bird. 

"Beware of the man of one idea," when he clings 
to that idea from day to day, from month to month 
and from year to year, when he surrounds it with 
all similar ideas ; when he expands and magnifies it 
by severe thought and unwearied experience ; when 
he applies the line of right and the square of truth ; 
when he is altruistic in his aims and lives and la- 
bors in the sunlight of love. 

A teacher of a Geology class was once asked to 
explain the nebular hypothesis. The teacher ad- 
mitted, much to his credit, that his study had not 
led him along that line and he did not understand 
the nebular hypothesis. "But," said he "I am as 
good a student, I trust, as any of you and if you 
will agree to study and strive to understand it I 
also will study it, and whoever gets it first shall ex- 
plain." 

Day after day passed, and each day, the students 
who were matured young men and women, re- 
ported progress. 

At length one day, a student raised his hand 
and said that he thought he could explain the ne- 
bular hypothesis. He was directed to take a place 
at the blackboard with chalk, draw his diagrams 
or sketches and explain. The teacher and class 
heard him through without interruption and then 
the teacher remarked, "You are wrong in some of 
your reasoning but you have led me into the full 



NEW LIGHT ON PSYCHOLOGY 79 

truth. What I lacked, my thinking, sharpened by 
your explanation, has discovered. I can now ex- 
plain it, but you must give me a few days to trace 
up my lines of reasoning to see that I reach cor- 
rect conclusions." 

His day of explanation came. He started with 
the word nebular and the conclusion was reached 
that it meant a cloud or a dust cloud. Then the 
word hypothesis was analyzed and the class rested 
on the word guess. The conclusion then was, "I 
guess that the solar system began in a dust cloud." 
Around this conclusion the class had assembled 
suns, planets, moons, stars, nebulae, rings, centri- 
fugal force, centripetal force, creations, makings, 
rotations, revolutions, time, space, and many other 
abstractions and conceptions. 

None of the class were astronomers yet it seemed 
that Professor Newcomb was put to shame, when 
it came out in the discussion that the great cloud 
mass, in irregular globular form, left a shell, in- 
stead of rings, as Professor Newcomb states, 
when the great mass within drew away from the 
great shell without. To illustrate: Suppose the 
mass in the center of an orange to contract and 
draw towards the center by the law of centripetal 
force and leave the peel or rind. Would not this 
be a shell? Yet Professor Newcomb says they 
were rings. These shells might later have assumed 
the form of rings but not at first. The order was, 
— first a shell; secondly, possibly but not neces- 
sarily, rings; thirdly, planets. 

Thus reasoned Malcolm Stuart one of the stu- 
dents, who gave the explanation at the blackboard 
and who presumed to differ from Professor New- 
comb. 

What a noble fight! What splendid results! 
That one victory gained prepared the class better 



80 NEW LIGHT ON PSYCHOLOGY. 

than any other struggle in their curriculum of 
study to reason out some of the stern problems of 
life and of living. 

From my study window I see a workman un- 
loading a wagon into a ravine, he climbs up on 
one of the horses to fix the harness; they take 
fright and run ; they plunge over the bank into the 
ravine and there they lie dying or dead. If the 
horses could have reasoned, leaving out the ele- 
ment of fright, their reasoning would have been 
something like this. 

We desire to live and be safe, safety lies along 
the road, not in the ravine, therefore we will run 
along the road and not into the ravine. 

Alas! how many desolate graves there are of 
men who never learned that, 

A feast of reason and flow of soul 
Are not found in the poisoned bowl, — 
men who drank to drown trouble and sorrow at 
a time when the bi;ain should have been clear and 
the reason unclouded to grasp the great lessons 
intended to be taught and to accept the discipline 
under them. 

The saddest of all ruins is reason overthrown. 



The Will 



THE WILL 

The Will is an operation of the mind that 
leads to certain possible, physical movements, or 
tenets of belief. 

Duty, desire, may prompt deliberation; delibera- 
tion may lead to decision; decision leads to action. 

To execute is as necessary as to decide. An 
act of the will therefore consists of — 

1. The resolution to do or believe. 

2. The doing or believing. 

To wish is not to will. We may wish for the 
impossible, we can only will the possible. 

Desire may prompt me to go to church; duty 
prompts me to stay at home with a sick one; 
the sick one releases me from duty and I imme- 
•diately execute my desire — I dress and go to 
church. 

Deliberation may lead into a state of indecision, 
and a process of reasoning goes on, in which mo- 
tives, duties, desires, rights and wrongs are in- 
volved, but when a decision is reached the execu- 
tion follows at the right time. 

I once read a novel, and a friend who is opposed 
to reading yellow-backed literature asked me in a 
scornful tone if I got any good out of it. My reply 
was: "Yes, I secured a sentiment that I think 
will remain mine all my life, and influence me, I 
know not how, nor how much." "Well, what was 
it?" in another scornful tone, as if nothing good 
could come out of Nazareth. I replied, "This is 
the sentiment — Self-denial, hard as it is, is easier 
than repentance." In other words, not to do is 
easier than to undo. 

The acts resulting from the will are far-reaching, 

83 



84 NEW LIGHT ON PSYCHOLOGY 

pregnant with results, and determinative beyond 
recall. 

A little girl was once asked whether it were 
worse to lie or to steal. "To lie," replied the wise 
little one, "for you can take back what you steal, 
but a lie is forever and ever." 

Volumes have been written on the WILL as if 
it were the most important faculty of the mind ; it 
probably is the most comprehensive in its results. 
We win fortunes or poverty in our decisions; we 
have health or disease, wife, children, home, com- 
fort, plenty and peace, or eat our bread in single- 
ness of heart and reap what we sow. 

We are free, "moral agents," that is, no one can 
hinder us in our power to choose. All our life 
long we are brought face to face with questions 
that require from us a yes or a no, and on these 
answers will hang mighty results. Many ques- 
tions that do not involve right or wrong must be 
settled. Will we do this or that? It may simply 
be a question of policy or what is best for all con- 
cerned. 

Pupils should be taught that conscience is the 
infallible guide to right action, and to listen to its 
voice in the hour of decision. Is it right or wrong ? 
This double question plainly answered and the will 
to always do the right builds a character that will 
stand the tests of time and the final judgment. 



The Spirit 




THE SPIRIT 

Explanation : In giving the classification of 
Body, Mind and Spirit, we have resolved to follow 
the teaching of the oldest book in the world on 
Psychology, and if we differ from other writers, 
we wish to say that we take this course not to be 
peculiar nor to excite comment, but because we be- 
lieve it is right. 

We believe the word soul is oftener applied to 
the spirit than it is to the mind. In theology the 
word soul always means spirit, hence we have 
chosen to use the terms. 

i. Body as applied to the physical or mortal, 

2. Mind as applied to the intellectual, 

3. Spirit as applied to the spiritual or moral. 
These THREE constitute the entire man, and 

the mind and the spirit, wonderfully and beauti- 
fully united, are the immortal part of man. 

If we have used the word soul, in this book, we 
mean the union of mind and spirit. 

The ordinary course of authors of Psychologies 
is to make the final chapters of their books treat of 
THE SENSIBILITIES — EMO TIONS — AF- 
FECTIONS—DESIRES, etc. 

These are not faculties or powers or forces of 
the mind but of the spirit. 

Man has physical feelings that enter so minutely 
into the body's wants and necessities that we men- 
tion them only because the mind appreciates them, 
not because they are parts or powers of the mind. 
They are in part: 

1. The feeling of hunger and thirst, 

2. The feeling of pain and bodily disease, 

3. The desire for rest and sleep, etc. 

87 



88 



NEW LIGHT ON PSYCHOLOGY 



The emotions and affections are movements of 
the spirit. Roark says, "One rarely does right be- 
cause he knows (intellectually) what is right, he 
must also feel the necessity of right conduct. It 
requires the impelling force, not only of conscience, 
but a host of other feelings to induce men to follow 
righteousness." 

Is it not evident that this pertains to the spirit? 
Again — "Each of us must do that which his own 
judgment affiirms to be right. Judgment guides 
and dictates in matters of right while conscience 
lays upon us the obligation to do what judgment 
affirms to be right." 

Thus do mind and spirit operate together. Judg- 
ment, a power of the mind, determines what is 
right, and conscience, a power of the spirit, prompts 
to right-doing. 




Three 



As God is a being of three persons in one, the 
Father, Son and Holy Ghost, so man is a being of 
three natures. 



NEW LIGHT ON PSYCHOLOGY 89 

1. Body, or sense consciousness, 

2. Mind, or self consciousness, 

3. Spirit, or God consciousness. 

These are the sarx, the psyche, and the pneuma. 

Illustrate the first statement by a clover leaf, one 
leaf with three parts. 

Illustration of the last statement is given far- 
ther on. 

St. Paul says in Thes. 1. v. 23, "I pray God your 
whole spirit, and soul and body may be preserved 
blameless unto the coming of the Lord Jesus 
Christ." 

A blameless body, a blameless soul, (mind) and 
a blameless spirit, make a perfect man. Such a 
character has been found only in our Lord Jesus 
Christ. 

Man's spirit is an essential, vital force or center 
of energy, which is clothed at present in a body of 
flesh, dominated by a wavering mind. 

A plant has a nutritive life only. 

Animals have a nutritive and a sentient life. 

Man has a nutritive, a sentient and a spiritual life. 

Conscience is the essence of the spirit. 

Conscience, thought and speech distinguish man 
from animals. Rev. J. B. Heard says, "It is the 
distinction between the soul (mind) and spirit that 
distinguishes Christian psychology from that of the 
schools." 

This distinction should not be ; there should be 
only a Christian psychology. 

The mind is alive and interested to comprehend 
the works of God but indifferent as to his person 
and character. Botany, Geology, Biology, Astron- 
omy, etc., are studied in their intricate details and 
bearings on the wants or necessities of man, but 
there is no hint or suggestion as to the person or 
character of the Creator. 



90 



NEW LIGHT ON PSYCHOLOGY 



The spirit, on the contrary, is wholly indifferent 
to the sciences and only seeks to know God. 

In person, what is God? "God is a spirit and 




they that worship him must worship him in spirit 
and in truth." 

In character what is God? "God is love," and 



NEW LIGHT ON PSYCHOLOGY 91 

the fruits of the spirit in man are love, joy, peace, 
long-suffering, gentleness, goodness, faith, meek- 
ness, temperance, etc. 

The powers of the spirit are : 

1. Good, in the sense of elevating or uplifting. 

2. Bad, in the sense of debasing or dragging 
down. 

Some of the good powers are enumerated above. 

Some of the bad powers are hate, anger, fear, re- 
venge, rage, jealousy, selfishness, malice, spite, etc. 
The exercise of these powers debases the character 
and drags the man down ; the manly suppression of 
them and the cultivation of love, joy, hope, and the 
like, elevate the character of the man and bring 
joy and peace. 

"He that soweth to the flesh, shall, of his flesh 
reap corruption, but he that soweth to the spirit, 
shall of the spirit, reap life everlasting." 
Gal. vi., 8. 

In Adam, before the fall, the mind was firmly 
balanced between the flesh and the spirit, but his 
sin gave an inclination to the whole nature of man 
towards the flesh and his progress upward to a 
higher life is a courageous struggle. It is easy to 
drift down stream but it requires a strong will and 
brawny arms to row up stream. Even St. Paul 
said, "When I would do good, evil is ever present 
with me," but towards the end of life he spoke of 
having made a "good fight." 

In the spirit, not with his mind, man worships 
God. His mind may apprehend, but his spirit ad- 
mires and loves. "Spiritual things are spiritually 
discerned." 

Water, a material substance, is made up of oxy- 
gen and hydrogen, two immaterial substances. 



92 NEW LIGHT ON PSYCHOLOGY 

The human body, a material substance, holds the 
mind and the spirit, two immaterial substances. 

Oxygen and hydrogen cannot be separated from 
water except by the destruction of the water. 

The body dies when the mind and spirit (soul) 
leave it. "The body without the spirit is dead." 

The proper function of the spirit is to pray for 
and receive the omnipotent Holy Spirit to which it 
is allied, and then pursue the good with a courage- 
ous, hopeful, steady self-discipline to the end. 

Mind and spirit are so intimately related that in- 
dependent action can hardly be detected or sep- 
arated ; as well dissect a cocoon to find the butter- 
fly as to dissect body or brain to find the spirit. It 
is true the mind can act without the spirit; men 
are often intellectually great and spiritually small. 
We dare not say that the spirit can act without the 
mind. Imagination, memory, judgment, reason 
and the will, all recognized by consciousness, are 
active when the powers of the spirit act. How 
active the imagination when the book of Revela- 
tion is read ! How vivid the memory of the day of 
conversion and the following days of joy and 
peace! How active judgment and reason when 
conscience argues that we should love our neigh- 
bors as ourselves ! How the will holds us to our 
course, like the set rudder of a ship ! 

But while reason may convince us that God is a 
spirit, it does not lead us to love Him; this is a 
power distinctly of the spirit and is prompted by 
God's love for us. 

Love is the supreme power of the spirit. "The 
greatest thing in the world is love," and in the 
universe, for aught we know. We quote from 
Baldwin. The parentheses are ours. 

Love. — The soul energy that draws hearts 
(spirits?) together. 



NEW LIGHT ON PSYCHOLOGY 93 

i. Supreme love. 
God is love, and He is altogether lovely. Infinite 
loveliness awakens our souls (in the sense of 
spirits, not minds) to their deepest depths. I 
love the loving Father with all my heart. Ven- 
eration, reverence, worship, grow out of su- 
preme love. Love tends to union. What at- 
traction is to the physical universe, love is to 
the spiritual universe. The one unitizes the 
world of matter, the other the world of mind. 
(Why did he not say spirit, since he uses the 
word spiritual above?) 

2. Parental love. 

This is one of the purest and noblest of feelings. 
It unitizes the family, and works the highest 
good to offspring. Mother-love is the salt of 
the earth. 

3. Conjugal love. 

An absorbing, reciprocal affection makes two 
lives one. Each family, united by love, be- 
comes a paradise. Happiness comes from a 
union of hearts, and union of lives. 

4. Filial love. 

Loving and loved, children cheerfully yield to 
parental authority and counsel, and grow into 
lovely and loving men and women. 

5. Fraternal love. 

The offspring of the same parents are bound to- 
gether by strong ties. As the race is one great 
family, the realization of the brotherhood of 
man and the fatherhood of God leads to a 
higher exercise of filial and parental love. 



94 NEW LIGHT ON PSYCHOLOGY 

6. Love of Friends. 

He is the friend indeed who sticketh closer than 
a brother. The love between David and Jona- 
than, and between Damon and Pythias, sur- 
passed the love between men and women. 
Friendship is an ennobling emotion. A man 
who is true to his friends, though a robber, is 
capable of great things. True friendship never 
dies. 

7. Love of Country. 

Love is the tie that binds together rational beings 
We degrade this noble emotion when we call 
the instinctive affection of brutes, love! and 
much more when we call the brutal lusts of 
men love. But patriotism may well be called 
the love of country. 

Love brings peace and joy; sustains in long- 
suffering; creates gentleness ("Thy gentleness hath 
made me great.") goodness, meekness; promotes 
temperance; strengthens faith. 

On the contrary, the evil powers, when given 
free rein, lead to passion, intemperance, reckless- 
ness, murder and destruction. 

"The reign of law, the beauty of the earth and 
sky, and the all-prevailing good fill me with a 
boundless joy." 

Are these sentiments prompted by the mind or 
spirit? Evidently by the spirit, for when the same 
author says, "Poetry and eloquence and song and 
the beauty of holiness and the beautiful earth and 
the sublimely beautiful heavens fill us with rapture. 
God is beauty," he exhibits an aspiration of an 
earth-spirit towards the God-spirit. 

The psalmist David said "Renew a right spirit 
within me," and when he died his last words were 



NEW LIGHT ON PSYCHOLOGY 95 

"Into thy hands I commit my spirit." The Lord 
Jesus on the cross exclaimed, "Father into thy 
hands I commend my spirit." 

Luke says of the child Jesus, that he waxed 
strong in spirit. The spirit then will grow and be- 
come strong. It will control the sin-seeking eyes ; 
the mischievous, murderous hands ; the feet, swift 
to evil ; the mind, running to corruptible things ; 
become supreme over mind and body; crush evil 
like a serpent under its foot; uphold and sustain 
through this worm or grub life of the world, by 
faith through the chrysalis of death, and emerge in 
indescribable glory and joy into the imago of 
immortality. 




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